Challenges Mitigating a Darwinian Application of Social Capital: How Specific Advising Activities by High School Counselors Shift Measures of College Readiness but Not College-Going

Autor/in	Fitzpatrick, Dan
Titel	Challenges Mitigating a Darwinian Application of Social Capital: How Specific Advising Activities by High School Counselors Shift Measures of College Readiness but Not College-Going
Quelle	In: Research in Higher Education, 61 (2020) 5, S.652-678 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fitzpatrick, Dan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1007/s11162-019-09575-7
Schlagwörter	Social Capital; Academic Advising; School Counselors; Secondary Schools; College Readiness; High School Students; Low Income Students; Minority Group Students; College Bound Students; Enrollment; Student Financial Aid; College Admission + Suchen Sie Ihr Suchwort? Sozialkapital; Akademischer Rat; School counselor; Beratungslehrer; Pädagogischer Berater; Sekundarschule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Einschulung; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Hochschulzugang; Hochschulzulassung; Zulassung
Abstract	Low-income and racial minority students access college at lower rates than their more-advantaged peers, caused in part by lesser social capital. Low socio-economic status (SES) students' networks of rarely provide help navigating the application and enrollment process, preventing even academically-capable students from competing in the near-Darwinian process of college admission because of their low social capital. Research indicates that counselors can mediate SES-based disparities in college readiness but provides little guidance on how counselors should help students. I conduct multi-level logistic regression analyses of nationally representative longitudinal data to investigate (a) which specific advising activities impact college knowledge, eligibility, and enrollment, and (b) how impacts differ for underserved students. I find that the outcomes respond to different treatments. Creating an education plan in 9th grade increases students' likelihood of reaching college eligibility in math and annual review of plans increases the odds of planed Free Application for Federal Student Aid submission, with larger effects for underserved students. However, most marginal benefits are small and do not persist to become differences in college enrollment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01